Narrativas digitais reflexivas de professores em formação: identidade para transformar práticas

Abstract

This study aims to analyze the reflexive digital narratives produced by students of the Distance Education course at UFAL, aiming to answer how the training process in this modality reflects on pedagogical practices and identity constructions. By placing distance education at the center of the debate, it is shown that it is possible and necessary to broaden the discussions about its potential, as an education model that values the democratic production of knowledge. To achieve the proposed objective, we used VIANA (2003), PIMENTA (1997), PASSOS (2014), ALMEIDA and VALENTE (2014), as a theoretical support to articulate formation, identity and narratives. As proposed by TALARICO (2019) et al, digital narratives are instruments of representation, which allows us to perceive the ways of noticing and building oneself within the profession. It was clear that narrative experiences are either as an object or as a method they show themselves as fertile spaces for assessment, reflection and self-training. The analysis was carried out in a descriptive way, exploring the semantic elements of repetition, the conceptions and the richness of the speech details.